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dc.contributor.authorMatusevich, Melissa Nabbeen
dc.date.accessioned2014-03-14T20:09:15Zen
dc.date.available2014-03-14T20:09:15Zen
dc.date.issued1999-03-22en
dc.identifier.otheretd-040999-165754en
dc.identifier.urihttp://hdl.handle.net/10919/26735en
dc.description.abstractThis descriptive case study investigated the effects of widespread availability of information technology in a fifth grade classroom using a constructivist paradigm. The same computer configuration that students used in the classroom was provided for them at home, along with an Internet dial-up connection. The technology was used as an adjunct to the classroom and was utilized when appropriate. In addition to general classroom observations, four students were chosen for closer study. Their progress was monitored throughout the year with respect to three emerging themes related to information technology use: self-directed learning, collaboration, and social interaction. The results of this study were organized into individual student stories with each theme explored. The results showed that the students used the available technology both in the classroom and at home. There was a natural fit between the requirements of the fifth grade class and the available tools. Students chose to utilize the available technology and derived new ways of doing so, particularly at home where they were totally self-directed. For the students in this study, learning became a two-way process. Skills students developed on their own were shared with their teachers and other classmates.en
dc.publisherVirginia Techen
dc.relation.haspartmike.pdfen
dc.relation.haspartreadme.pdfen
dc.relation.haspartetd.pdfen
dc.relation.haspartmike.ppten
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectCollaborationen
dc.subjectconstructivismen
dc.subjectsocial interactionen
dc.subjectself-directed learningen
dc.subjecteducational technologyen
dc.subjectclassroom practiceen
dc.titleImplementing Technology in a Fifth Grade Classroom: School and Home Perspectivesen
dc.typeDissertationen
dc.contributor.departmentTeaching and Learningen
dc.description.degreeEd. D.en
thesis.degree.nameDoctor of Educationen
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineCurriculum and Instructionen
dc.contributor.committeememberWilder, Paula G.en
dc.contributor.committeememberParson, Stephen R.en
dc.contributor.committeememberNiles, Jerome A.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-040999-165754/en
dc.contributor.committeecochairKelly, Patricia Proudfooten
dc.contributor.committeecochairHarris, Larry A.en
dc.date.sdate1999-04-09en
dc.date.rdate1999-04-17en
dc.date.adate1999-04-17en


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